What Are Literature Circles?
In literature circles, small groups of students gather together to discuss a piece of literature in depth. The discussion is guided by students' response to what they have read. You may hear talk about events and characters in the book, the author's craft, or personal experiences related to the story. Literature circles provide a way for students to engage in critical thinking and reflection as they read, discuss, and respond to books. Collaboration is at the heart of this approach. Students reshape and add onto their understanding as they construct meaning with other readers. Finally, literature circles guide students to deeper understanding of what they read through structured discussion and extended written and artistic response.
Timeline Grades3 - 8
- ~ 3 - 6 weeks
- Emphasis on learning the process
- ~ 3 - 6 weeks; emphasis on developing response
- Timeline varies by complexity of books
- ~ 3 - 6 weeks; emphasis on deepening response
- Timeline varies by complexity of books, organization of theme/topic
How are the circles organized?
Students independently self select a text from a variety of offerings. They are given time to meet on a regular, predictable schedule with the circle of students (usually 4 or 5) which has elected the same text. In the circles, they take turns playing specific roles which help the discussions remain sophisticated and literary. By learning the roles, students ultimately become experts at analysis while the reading process is concurrently enhanced. Students progress toward the objective of being experienced readers.
What are the specific purposes of the roles?
The roles are designed to invite different cognitive perspectives on a text (drawing a response, reading passage aloud, debating interpretations, connecting to one's own life, creating a summary, tracking the scene, focusing on words and tuning in to one character). The students practice the roles on a rotating basis until they are internalized. Though teachers may create as many roles as they please, there are four basic roles to help the students to surface and independently discuss important topics on their own.
Discussion Director: has the official responsibility to think up some good discussion questions, convene the meeting, and solicit contributions from the other members (discussive/analytical)
Literary luminator/passage master: takes readers back to memorable, important sections of the text and reads them aloud (oral/dramatic)
Connector: takes everyone from the text world out into the real world where readers' experience connects with literature (associative)
Illustrator: provides a graphic, nonlinguistic response to the text which often elicits very helpful contributions from kids who don't always succeed at the usual school-language prompts (graphic/artistic)
How it is decided what will be discussed?
Kids develop and pursue their own discussion topics. What is the teacher's role?
(S)he is an unobtrusive, quiet facilitator rather than a presenter/questioner at the center of attention. What is the student's responsibility?
to make the choices
to raise the questions
to do the talking
to make the meaning
Why do the circle work so well?
readers love to talk
there's a natural need to share responses to books
talking about books significantly deepens our understanding about them
How does high-order assessment of kids joining in a thoughtful small-group conversation about literature occur?
We use the tools of:
kidwatching
narrative observational logs
performance assessment
checklists
student conferences
group interviews
video/audiotaping
collection in portfolios of artifacts created by the circles
The Twelve Ingredients of Literature Circles
1) Children choose their own reading material.
2) Small, temporary groups are formed, based on book choice.
3) Different groups read different books.
4) Groups meet on a regular, predictable schedule.
5) Kids use written or drawn notes to guide both their reading and discussion.
6) Discussion topics come from the students.
7) Group meetings aim to be open, natural discussions.
8) In newly forming groups, students play a rotating assortment of task roles.
9) The teacher serves as a facilitator.
10) Evaluation is by teacher observation and student self-evaluation.
11) A spirit of playfulness and fun pervades the room.
12) New groups form around new reading choices.
What Are Literature Circles?
In literature circles, small groups of students gather together to discuss a piece of literature in depth. The discussion is guided by students' response to what they have read. You may hear talk about events and characters in the book, the author's craft, or personal experiences related to the story. Literature circles provide a way for students to engage in critical thinking and reflection as they read, discuss, and respond to books. Collaboration is at the heart of this approach. Students reshape and add onto their understanding as they construct meaning with other readers. Finally, literature circles guide students to deeper understanding of what they read through structured discussion and extended written and artistic response.
Grades3 - 8
- Emphasis on learning the process
- Timeline varies by complexity of books
- Timeline varies by complexity of books, organization of theme/topic
How are the circles organized?
Students independently self select a text from a variety of offerings. They are given time to meet on a regular, predictable schedule with the circle of students (usually 4 or 5) which has elected the same text. In the circles, they take turns playing specific roles which help the discussions remain sophisticated and literary. By learning the roles, students ultimately become experts at analysis while the reading process is concurrently enhanced. Students progress toward the objective of being experienced readers.
What are the specific purposes of the roles?
The roles are designed to invite different cognitive perspectives on a text (drawing a response, reading passage aloud, debating interpretations, connecting to one's own life, creating a summary, tracking the scene, focusing on words and tuning in to one character). The students practice the roles on a rotating basis until they are internalized. Though teachers may create as many roles as they please, there are four basic roles to help the students to surface and independently discuss important topics on their own.
How it is decided what will be discussed?
Kids develop and pursue their own discussion topics.
What is the teacher's role?
(S)he is an unobtrusive, quiet facilitator rather than a presenter/questioner at the center of attention.
What is the student's responsibility?
- to make the choices
- to raise the questions
- to do the talking
- to make the meaning
Why do the circle work so well?- readers love to talk
- there's a natural need to share responses to books
- talking about books significantly deepens our understanding about them
How does high-order assessment of kids joining in a thoughtful small-group conversation about literature occur?We use the tools of:
- kidwatching
- narrative observational logs
- performance assessment
- checklists
- student conferences
- group interviews
- video/audiotaping
- collection in portfolios of artifacts created by the circles
The Twelve Ingredients of Literature Circles1) Children choose their own reading material.
2) Small, temporary groups are formed, based on book choice.
3) Different groups read different books.
4) Groups meet on a regular, predictable schedule.
5) Kids use written or drawn notes to guide both their reading and discussion.
6) Discussion topics come from the students.
7) Group meetings aim to be open, natural discussions.
8) In newly forming groups, students play a rotating assortment of task roles.
9) The teacher serves as a facilitator.
10) Evaluation is by teacher observation and student self-evaluation.
11) A spirit of playfulness and fun pervades the room.
12) New groups form around new reading choices.